International Journal of Mobile Learning and Organisation (9 papers in press)
Effects of a Personalized Ubiquitous Learning Support System based on Learning Style-Preferred Technology Type Decision Model on University Students SQL Learning Performance
by Jirapipat Thanyaphongphat, Patcharin Panjaburee
Abstract: With the advancement of mobile device and wireless communication technologies, personalized ubiquitous learning support systems providing learning material corresponding student preference have been becoming an important research issue. This study focuses on developing such a learning support system based on learning styles and preferred technology types to recommend a proper digital learning material. A two-step experiment was conducted: the first study, involving 190 university students, explored a learning style-preferred technology type decision model for recommending digital learning material to individual students. The second study, involving 39 university students, empirically evaluated the effectiveness of the decision model-based personalized ubiquitous learning support system and the experiment was based on a pre-test and post-test design. The results of the two-part experiments showed that a) the decision model is able to recommend proper learning material to individual students based on their learning style and preferred technology type, and b) the learning support system demonstrated good performance concerning the gain of knowledge and learning motivations.
Keywords: mobile learning environment; individual difference in education; computer science education; higher education.
A Methodology for Designing Mobile, Pervasive, Seamless and IoT based-Learning Scenarios: Language, Process and Supporting Tools
by Jihene Malek, Mona Laroussi, Mariem Nefzi, Henda Ben Ghezala
Abstract: A significant interest and a considerable attention have been given, in recent years, to the mobile pervasive and the Internet of Things (IoT) throughout different fields such as education. However, there are only few empirical examples regarding the use of those technologies in learning design and there is a scarcity of theoretical researches and studies within the literature. This paper seeks to fill this gap by investigating features required in designing such TEL scenarios and by proposing a methodology that allows teachers to design, simulate, enact and track, innovative learning scenarios. The strengths of our approach lie in the fact that it takes into account both design and run-time phases by combining mobile and IoT Key elements, Model-driven development, Activity theory and Tin-Can Api specification. We have conducted two researches at the Tunisian Bardo National Museum to verify the utility of applying the proposed methodology. The paper concludes with a discussion of how the methodology meets the challenges.
Keywords: Mobile learning; ubiquitous learning; learning design; modeling and simulation; interactive learning environments; computer-assisted instruction.
Lessons Learned from Integrating Concept Mapping and Gaming Approaches into Learning Scenarios using Mobile Devices: Analysis of an Activity for a Geology Course
by Gwo-Jen Hwang, Hsin-Yu Lee, Chih-Hung Chen
Abstract: In this study, an integrated concept mapping and gaming-based learning approach was proposed to support mobile learning activities. To investigate the effects of the interaction between concept mapping and gaming on the participants mobile learning outcomes, a quasi-experimental design was adopted and conducted for a learning activity of the elementary school course unit knowing the representative rocks in different geographical locations in Taiwan. The participants were divided into three experimental groups and one control group. The experimental groups used the integrated concept mapping and gaming-based mobile learning approach, the gaming-based mobile learning approach, and the integrated concept mapping and guidance-based mobile learning approach, respectively. On the other hand, the control group used the conventional guidance-based mobile learning approach. The experimental results showed that no interaction was observed between the gaming approach and the concept mapping approach. Furthermore, it was found that the concept mapping approach was not beneficial for students learning achievement, while the gaming approach significantly improved their learning motivation, learning satisfaction, and flow experience. Finally, discussion is provided to explain the findings, in particular, to infer why concept mapping did not achieve the expected positive impacts, as a reference for future studies.
Keywords: teaching/learning strategies; elementary education; applications in subject areas; interactive learning environments.
A development of ubiquitous learning support system based on an enhanced inquiry-based learning approach
by Krittawaya Thongkoo, Patcharin Panjaburee, Kannika Daungcharone
Abstract: With the popularisation of broadband and wireless Internet technologies, researchers have attempted to develop mobile device-based learning systems to enable students to seamlessly learning in anywhere and anytime through internet network connections. However, it is difficult for teachers to provide the manner for asking students to share explanations with peers. To cope with this issue, this study proposes an enhanced inquiry-based learning approach for eliciting and sharing knowledge from students' investigation of a problem or task. Based on the proposed approach, a ubiquitous learning support system has been implemented in a web-programming course; moreover, an experiment was conducted on university students to evaluate the performance of our approach. By analysing the results from the two groups of students participating in the different systems, it was found that the proposed approach effectively enhanced the students' learning achievement and promoted positive perception toward the system. Furthermore, the proposed approach benefited both male and female students in the terms of learning achievement and perceptions.
Keywords: interactive mobile learning environment; knowledge management; higher education; individual difference in education; active learning pedagogy.
Learning through mobile devices: leveraging affordances as facilitators of engagement
by Brenda Eschenbrenner, Fiona Fui-Hoon Nah
Abstract: With the continued and growing popularity of learning through mobile devices, the need for identifying facilitators of effective learning remains critical. Learning through mobile devices is unique in that it presents new challenges, such as the small or limited screen size for presenting learning content and the need for adaptive interface design. Hence, one needs to identify and develop positive affordances that can facilitate learner engagement and address negative affordances to generate the most positive learning and performance outcomes. This paper provides theoretical perspectives as well as reviews the literature to identify the most relevant considerations of design affordances in a mobile learning context. We synthesise the findings from the literature to propose an affordance-centric development framework to guide future research and practice, as well as put forth recommendations for learning through mobile devices.
Keywords: mobile learning; affordances; engagement; design; cognitive load.
A mobile game-based C programming language learning: results of university students' achievement and motivations
by Kannika Daungcharone, Patcharin Panjaburee, Krittawaya Thongkoo
Abstract: Teaching and learning process has been modified from lecture-based learning to be more interesting and motivating learning environment with the use of modern technologies and variety of technological tools. The educational computer game, which is one of the effective learning tools, has been used to support teaching and to motivate learning in various subjects. With less computer game in higher education, especially on C programming language course, this study developed a mobile game for simulating the compiler working with human daily life situations for the C programming language learning. The developed game was conducted on university students for evaluating the overview of students' C programming language motivation and learning achievement. Moreover, this study examined the differences of motivation and learning achievement between students who had experience and inexperience with educational computer games.
Keywords: computer science education; higher education; interactive mobile learning environments; human-computer interface.
The effect of using a semi-automated image processing mobile application on undergrad students' perception in a complex science experiment
by Jakkrit Junrat, Niwat Srisawasdi, Kanda Runapongsa Saikaew
Abstract: Certain scientific education experiments require calculation and analysis, which take multiple steps. It would be more effective in science lab learning if we could apply a mobile device technology to help students deal with complicated steps in the scientific analysis. SDS-PAGE is a basic protein analysis for several applications. In the traditional approach, users have to calculate the protein molecular weight which takes 30 minutes on average. This paper implemented and evaluated a novel method for calculating the protein molecular weight on SDS-PAGE using a mobile app and applied it to a science lab experiment to support learning from anywhere at any time. The experimental results showed that the average protein molecular weight calculation time of the mobile app approach was significantly lower than the traditional approach. In addition, based on the perception questionnaire, it was found that the protein learning time was reduced and user satisfaction was increased.
Keywords: mobile learning; ubiquitous learning; science experiments; electrophoresis; SDS-PAGE gel analysis.
Effectiveness of the new generation e-book application for mobile phones in improving the conceptual mastery of kinematics
by Parlindungan Sinaga, Amsor, Febby Dwi Cahyanti
Abstract: This research aims to develop a new generation e-book application for mobile phones and determine its effectiveness in improving students' conceptual mastery as compared to paper based-books. The research and development method was adopted in this study. The participants involved 76 secondary school students sampled by using the purposive sampling technique, divided equally into the experimental and control classes. The instruments used included tests on the conceptual mastery of the topics of linear motion and circular motion and a four-rating scale questionnaire. The data were analysed by using t-test. The results showed a significant difference in the conceptual mastery of the experimental and control classes. It was found that the improved conceptual mastery of the experimental and control class was influenced by the topics, presumably caused by the different amounts and variations of the static and dynamic representational modes used.
Keywords: new-generation e-book; effectiveness; conceptual mastery; mobile phones; kinematics; improving; e-book application.
Special Issue on: TALE2017 Innovative Engineering Education for Smarter World
Primary School Students Intrinsic Motivation to Plugged and Unplugged Approach to Develop Computational Thinking
by Shan Jiang, Gary K.W. Wong
Abstract: This paper compared primary school students intrinsic motivation to plugged and unplugged approach to develop computational thinking using a revised Intrinsic Motivation Inventory. A total of 400 fourth-graders who have completed a school-provided coding course participated in the study. The revised instrument examined students motivation of the two learning approaches from four dimensions: interest, perceived competence, value, and relatedness. The main findings of the study are: (1) primary school students show moderate to high motivation to learn computational thinking through both plugged and unplugged approach; (2) compared to unplugged approach, students gain higher perceived competence from plugged approach; (3) the revised Intrinsic Motivation Inventory has good psychometric properties in the context of computational thinking except for the close correlation among different dimensions.
Keywords: Computational thinking; coding education; programming; K-12.